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中文摘要: |
目的 探讨以问题为基础的学习(problem-based learning, PBL)与传统教学(tradi-tional learning, TL)对学生长期记忆效果及临床实习能力的影响。方法 选择上海交通大学医学院附属第九人民医院临床医学院2006、2007、2008级五年制本科学生共79人为研究对象。将其随机分为两组进行胸外科疾病食管癌教学改革,PBL组38人,TL组41人。通过两次考试评价,以及带教教师对学生的主观评价来评估教学效果。采用SPSS 17.0进行统计分析,考试成绩以x±s表示,组间比较行t检验;学生临床实习的主观印象评价结果采取等级秩和检验,检验水准α=0.05。结果 6个月后进行的第二次考试中,PBL组学生平均成绩为(76.66±5.94)分,TL组平均成绩为(73.59±5.74)分,两组学生成绩比较差异无统计学意义(t=1.85,P=0.068)。而在临床实习阶段教师对学生各种能力的主观评价上,PBL组要稍好于TL组,其中获得优、良的两组学生人次和比例比较差异无统计学意义,P值分别为0.065、0.277。结论 PBL教学的优势是培养学生解决问题的能力,但是对学生的知识长期记忆效果影响有限。 |
英文摘要: |
Objective To investigate effects of problem-based learning (PBL) and traditional learning (TL) on students' long-term memory and clinical practice ability. Methods Totally 79 5-year-program undergraduates of 2006, 2007, 2008 grade in school of clinical medicine of our hospital were randomly divided into PBL group (n=38) and TL group (n=41). The teaching effects were evaluated by two exams as well as teachers' subjective impression. SPSS 17.0 statistical analysis software was used; exam results were expressed as x±s; t test and rank sum test were used to analyze the exam results and subjective impression. α=0.05 was set as inspection level. Results In the second exam after 6 months, the mean exam scores were (76.66±5.94) and (73.59±5.74) in PBL group and TL group, without significant differences between the two groups (t=1.85, P=0.068). However, at clinical intern-ship stage, PBL group outperformed TL group based on the subjective evaluation (P=0.065, 0.277). Conclusion PBL can culture students' ability of problem-solving, but it is limited in culturing long-term memory. |
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